United NationsDepartamento de Asuntos Económicos y Sociales Desarrollo Sostenible

Sprouting Entrepreneurs: Growing Change for Sustainable Development. School Gardens as Entrepreneurship Education Labs. Promoting Livelihoods, Food Security, Healthy Nutrition and Civic Engagement.

Austrian Federal Ministry of Education, Science and Research (
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    Description
    Intro

    South Africa is confronted with the interlinked challenges of quality education delivery (general and TVET), youth unemployment, food insecurity/ poor quality of nutrition and obesity. Sprouting Entrepreneurs is a garden-based entrepreneurship education programme for public schools targeting these challenges. The school-based Entrepreneurship Learning Garden serves as a medium of learning through which financial, social, cultural, ecological and civic value for others is created. Through work in garden that is thematically connected to societal challenges, experienced-based learning with a focus on SDGs and sustainable/global citizenship is initiated.

    Implementation of the Project/Activity

    The project is implemented through the Austrian Federal Ministry of Education, Science and Research (BMBWF) (lead) in co-operation with its South African partners: Department of Education: Gauteng Province (GDE); Eastern Cape Province (ECDoE); In-kind: cost of training facilitator and their international travel/development, print and distribution of teacher manual is covered by BMBWF; cost venue/catering are covered by GDE/ECDoE; Entrepreneurship Learning Garden starter packs (ZAR 10,000 per school- tools, compost, seeds) are covered by GDE/ECDoE; The programme has been jointly developed by South African and Austrian experts. It is rolled out as an elective three year subject for primary and secondary schools. A subject curriculum and teacher manual is available. Teachers are trained as groups of 10 schools which form communities of practice (CoPs). Selection of schools, coordination and support of CoPs is secured through a subject adviser as the local education district. Teacher training consists of 78 training hours including a practical project. Parallel to the teacher training the subject is introduced as a pilot at schools. At schools, Entrepreneurship Learning Garden coordinators monitor the implementation of the subject and the development of an annual class-based teaching plan which ensures cross-curricular integration of entrepreneurship education as well as garden-based learning for sustainable development. Each class completes two value-creation projects per year. Examples: 1. Growing of organic vegetables/seedlings for sale at pop-up market; 2. Mapping and clearing of invasive plants in the community; 3. Production and distribution of Ubuntu-food-parcels to food-insecure households; 4. workshop on organic compost making at the local community hall;

    Results/Outputs/Impacts

    School level: the programme has been implemented at 50 schools impacting 30,000 learners; at these schools it has contributed to integrating the theme of entrepreneurship education into subjects across the curriculum. Entrepreneurship Learning Gardens have become a medium of instruction for various subjects. Through this, SDGs-based teaching has increased. Pedagogical and thematic focus had a positive impact on teachers motivation. System level: the programme has contributed to the further development of the concept of entrepreneurship education in the South African school system based on a focus on the SDGs and sustainable/global citizenship. Global perspective: the concept of the programme has been included in the Austrian Entpreneurship Education Map published by the Austrian Federal Ministry of Digital and Economic Affairs (BMDW) and the BMBWF and has thus impacted on the development of entrepreneurship education for sustainable development in the EU.

    Enabling factors and constraints

    Enabling factors: high motivation of teachers to include community challenges in their teaching through a action-oriented teaching methodology based on the SDGs; strong moral support from departmental stakeholders; low investment vs. high output through integration in existing institutions (schools) and curricula; sustainability of input is guaranteed through profit of Entrepreneurship Learning Gardens which covers operating expenditure; Constraints: already high workload of teachers; an already dense national curriculum; capacity to manage project at departmental, district and school level; lack of COVID-compatible training venues;

    Sustainability and replicability

    The programme is replicable in any country. In the Global South, challenges addressed through the programme present themselves more obviously (e.g. food insecurity). There, its potential scope ranges from primary and secondary school, community gardens, agricultural TVET to education in refugee settings. Equally, the programme can be implemented in every Global North setting as it supports the development of entrepreneurial spirit for sustainable/global citizenship in support of the SDGs. The financial input is very low and can easily covered by financial value creation exercise per year (e.g. market day). In 2021 a pilot is scheduled to be implemented in Uganda. For 2022 it is planned to roll out the programme in additional South African provinces. In Austria, teacher trainings which focus on the implementation of the programme in Austria are planned for 2021. The teacher manual can be freely downloaded. Articles in peer-reviewed education journals aim at sharing the practice further.

    Other sources of information

    Forcher-Mayr, M. et al. (2020). A capability approach to entrepreneurship education: The Sprouting Entrepreneurs programme in rural South African schools. Discourse and Communication for Sustainable Education, 11(1), S. 119-133. DOI: 10.2478/dcse-2020-0011 Forcher-Mayr, M. et al. (2019). Sprouting Entrepreneurs. Teacher's manual. Grade 5 to 12. URN: urn:nbn:de:0111-pedocs-205963 https://www.instagram.com/sproutingentrepreneurs/ https://www.facebook.com/sproutingentrepreneurs

    COVID-19 Impact

    COVID-impact: the programme was impacted by the closure of schools/the reduction of contact hours at school. Thus, teaching was interrupted and Entrepreneurship Learning Gardens (ESL) could not be sustained. The training of new schools was slowed down as trainings could not take place physically and teachers did not have access to internet/hardware in order to participate in online-training. Building back: COVID increased unemployment, poverty and food insecurity. Through Entrepreneurship Learning Gardens (ESL) schools are able to cheaply produce food for their school-based nutrition programmes. In addition, the imparted knowledge and practice on learners supports the establishment of home-based gardens which can assist to reduce the food expenditure of households.

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    This initiative does not yet fulfil the SMART criteria.
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    Timeline
    01 October 2017 (start date)
    30 June 2023 (date of completion)
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    Ongoing
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